Are Cookie Cutter Curriculum Guides Customary?

Diving deeper into curriculum maps is a given during my internship. Naturally, I have a lot to learn and a lot to wrap my head around, but in starting this process I have been overwhelmed with questions. One of the biggest recently, was am I trusted to determine what is best in my classroom for my students? This question came to mind as I studied the districts instructional unit guide (IUG), which details the unit for the teacher starting from suggested time frames the unit is to be taught, down to the unit titles, essential questions, key terms, selected readings, and standards that will be met.

Not surprisingly, and thankfully, I’m going through a rigorous teaching program that teaches me the process for creating a unit guide like this, and more, based on the needs of my students. I must admit it stung a little thinking I won’t get to use these skills if I’m given a detailed outline, but it made me wonder at what point did teachers lose the trust from the powers that be? I’ve also worried about how I can take this guide and still bring excitement, engagement, and innovation into my classroom if we all have the same cookie cutter unit. It’s important to note that I’ve only scraped the surface of reflecting on these questions, but they have been prevalent in my mind for the past couple of weeks. Which brings me to the point in this post, as well as the point to most questions. Solutions!

While I believe there is no one size fits all solution and am still thinking of ways to be innovative myself. I have stumbled across a blog post, We Need to Trust Teachers to Innovate, by John Spencer, which relieved some of the stress that accompanied my previously mentioned woes. He addresses the boxed curriculum and how it can feel restricting. Furthermore, he lends us solutions to what many feels stifled their creativity and encourages talking about your journey. His last point pushed me to make this post. Even though I haven’t a solution of my own yet, I felt it important to note. Perhaps I am not the only intern this year with these questions and I believe I should share my findings with others. After all, isn’t that what we do as teachers? Additionally, I think it could be beneficial for myself if, once I am a seasoned teacher, I can use my thoughts to reflect and further innovation within education in the future. 

Ready or Not, Here We Go

Online Reflection #1

Summer is over and guess what? I’m thrilled! It is hard for me to contain my excitement entering this semester. Core 3 is a BIG deal and quite honestly a “deal” I have worked extremely hard to get to. Soon, I will be entering a fulfilling life long career into teaching, which has felt so far away for so long. You may need to pinch me to make sure I’m not dreaming. I do have a plan to make this year a success which I believe will spill over into my career.

As I started my internship, I went in looking for marigolds. I first discovered what marigolds were a couple years ago when reading Jennifer Gonzalez’s blog post titled, “Find Your Marigold: The One Essential Rule for New Teachers”. I suggest perusing her blog, however, if you only have time to read one, let it be the Find Your Marigold post. Metaphorically marigolds are positive and encouraging people that help you grow. Quite literally, as marigolds do, they can bring out the beauty in a sometimes-ugly scene. I am a firm believer in mindset affecting the experience and outcome of things, so seeking out those that are positive and enjoy boosting others for the benefit of all was in my mind from the get-go. I feel that I am a positive person, but emotions are contagious, and I am not trying to lose any of my bright sunshiny rays. Gratefully, I can report that I have found beautiful marigolds.

We worked on S.M.A.R.T goals with our students on the first week of school and that got me thinking. Are my goals specific, measurable, agreed upon, realistic, and time based? Naturally, I have a list of goals in my brain that could span a century, but it is important to prioritize those goals. Pulling some of those goals to the surface made me think they meet some of those requirements, but not all. The points most missed after assessing my goals were measurable and time based. In case you have issues with this too, I am posting some examples below with my new and improved goal.

Before SMART

1.      Write effective openers to engage students

2.      Write effective closers to help students process

3.      Provide opportunities for students to express what they know

After SMART

1.      I will create effective openers to engage students in all lesson plans this semester.

2.      I will write effective and diverse closers to help students process what they have learned in each lesson this semester.

3.      I will provide a safe environment with opportunities for students to engage in prior knowledge and express what they know throughout each lesson this semester.

The examples I selected are probably my top three because I feel that they are extremely important to lesson planning and without them, a well-planned lesson could fall flat.

I wish all student teachers this year a productive, joyful, successful experience. I understand our nerves get the best of us at times, my hope is that we learn to laugh off our stutters and awkward movements while we figure out our teaching style. Sometimes it helps me to think that my students can relate to my anxiety and awkward moments because they are teens. I will make it through this a stronger, more knowledgeable, and overall better teacher then I entered, just as we made it through our teens a not-so-awkward (hopefully) adult.

   

Testing, Testing, May I Have Your Attention Please

Day one of English Methods for Core 3 is off to an excellent start.

I have successfully set-up this blog. YAY!

I can't wait to share my experiences here throughout the year.